Montana K-12

Information Literacy/Library Media

Content Standards

Framework

Adopted by the Montana Board of Public Education

July 2008

This publication is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: Montana Office of Public Instruction. Accreditation Division, Curriculum and Instruction Unit. Information Literacy/Library Media Content Standards Framework. Helena, MT, 2010.


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Montana K-12

Information Literacy/Library Media

Content Standards Framework

Introduction pg 4

Preface to the Information Literacy/Library Media Content Standards pg 6

Information Literacy/Library Media Content Standard 1 (ARM 10.54.6510-6513) pg 7

Information Literacy/Library Media Content Standard 2 (ARM 10.54.6520-6523) pg 8

Information Literacy/Library Media Content Standard 3 (ARM 10.54.6530-6533) pg 9

Information Literacy/Library Media Content Standard 4 (ARM 10.54.6540-6543) pg 10

Information Literacy/Library Media Content Standard 5 (ARM 10.54.6550-6553) pg 11

Performance Descriptors “A Profile of Four Levels” (ARM 10.54.6601-6660) pg 12

Glossary pg 22

Works Cited pg 26


Introduction

In 2005 the Montana Board of Public Education initiated the Standards Revision Project to assure Montana citizens that its public schools are providing all children of our great state with challenging academic expectations. The Montana Board of Public Education is charged with the responsibility of leading a process of standards revision that meets the following guiding principles.

Revised learning standards which are academic in focus, rigorous but attainable, readily understandable, and designed to measure the progress of students toward meeting them, will lead to the improvement of Montana's schools and a brighter future for our people.

Revised standards must clearly and consistently identify what students should know, understand and be able to do. Parents, educators, and the greater Montana community must be involved in the revision process. Revised standards will provide a framework to help guide local curriculum and instruction, encouraging school districts and teachers to place emphasis on critical areas of learning. In addition, standards should be measured and made known to the Montana public.

With the vital purpose of improving Montana's schools as our goal, the Montana Board of Public Education sets forth the following criteria to guide Standards Revision:

1.  Standards will be academic in nature and content specific.

2.  Standards will be challenging and rigorous.

3.  Standards will be clear, understandable and free of jargon.

4.  Standards will be measurable.

5.  Standards will address diversity specifically fulfilling the commitment to implementing MCA 20-1-501, Indian Education for All.

With the purpose of developing a successful and useful product, the Montana Board of Public Education sets forth the following process to guide the Montana Standards Revision:

1.  Use the existing Montana Standards Framework--current accreditation program delivery and foundation standards, content and performance standards and benchmarks, and existing structure (4th, 8th, and upon graduation);

2.  Use proven practices from Montana classrooms;

3.  Consider international, national and other states' standards;

4.  Consider entrance expectations for workplace and postsecondary education;

5.  Consider achievement and other related data;

6.  Consider other research e.g., Education Northwest, School Redesign Network, National Study of School Evaluation, etc.;

7.  Consider comments from professional education associations;

8.  Consider comments from tribal and school district educators;

9.  Consider recommendations from Montana Advisory Council for Indian Education; and

10.  Involve the Montana public.

Pursuant to Article X Sect 1(2) of the Constitution of the state of Montana and statutes §20-1-501 and §20-9-309 2(c) MCA, the implementation of these standards must incorporate the distinct and unique cultural heritage of Montana American Indians.

Components of the Information Literacy/Library Media Content Standards Framework

The Information Literacy/Library Media Content Standards Framework is a set of agreements, rationales, and rules that provides the foundation for standards-based education in Montana. This framework is the blueprint for further development of key components, such as Essential Learning Expectations, Performance Rubrics, and curriculum. The content standards framework contains:

·  K-12 content standards,

·  rationale for each content standard,

·  benchmarks at end of grade 4, end of grade 8, and upon graduation,

·  performance descriptors at the levels of novice, nearing proficiency, proficient and advanced,

·  a glossary, and

·  works cited.

In order to use this framework effectively, it is essential to understand the distinctions between and the intended purpose of its various components.

Content Standards: The five information literacy/library media content standards indicate what all students should know, understand, and be able to do. Their purpose is to guide the information literacy/library media curriculum and to communicate the breadth of the knowledge and skills to be taught to all students. A district’s curriculum should be designed so that learning encompasses all five standards.

Rationales: Outlines the fundamental reasons for each of the content standards and provides the basis for the knowledge and skills included in the benchmarks.

Benchmarks: The benchmarks define expectations for students’ knowledge and skills along a developmental continuum. They define expectations for proficient students at the end of grade 4, end of grade 8, and upon graduation. Their purpose is to state clearly and specifically what the students should know and be able to do within each content standard. A district’s curriculum should include the entire progression of knowledge contained in the benchmarks.

Performance Descriptors: Performance descriptors define how well students apply the knowledge and skills they have acquired. They gauge the level to which benchmarks have been attained in terms of range, frequency, facility, depth, creativity and quality. Achievement of curricular goals is assessed by the performance descriptors.

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Preface to Information Literacy/Library Media

Content Standards

Information literacy is the ability to recognize when information is needed and then locate, evaluate, and effectively use the information. (Adapted from Association College and Research Libraries "Information Literacy Competency Standards for Higher Education")

All Montana students require equitable access to a variety of resources, encompassing the breadth of human conversations and creations for academic achievement and personal growth. By learning to access and evaluate information they gain an appreciation and respect for diverse ideas and creative expressions. By using information literacy skills in all aspects of learning, students become empowered and engaged lifelong learners. To thrive in the 21st Century, students must employ a process of inquiry that can be adapted to any information need. By learning strategies to manage and ethically use information, Montana students open the door to the world in all its diversity. Teacher librarians, in collaboration with other classroom and content area teachers, empower all students to become information literate.

Information Literacy/Library Media Content Standard 1

The student will identify the task and determine the resources needed.

Rationale

Students encounter "increasingly vast and complex collections of information" in today’s world (Murray 1). Literacy implies more than vocabulary and awareness; it requires critical thinking (Murray 13). Students need skills to help them identify a task or problem and then determine which resources will best solve their specific academic and/or personal requirements. The Big6™ Model provides students with direction, purpose and strategies to initiate the process. Content Standard 1 addresses the first two steps in the Big6™ Model: Task Definition and Information Seeking Strategies.

Benchmarks

A proficient student will:

End of Grade 4 / End of Grade 8 / Upon Graduation
1.1 define the problem / 1.1 analyze the parts of the problem to be solved / 1.1 evaluate the purpose and scope of the problem
1.2 identify types of information needed / 1.2 identify information resources needed / 1.2 determine the nature and extent of information needed
1.3 choose from a range of resources / 1.3 evaluate and select appropriate resources / 1.3 evaluate and select appropriate resources
Information Literacy/Library Media Content Standard 2

The student will locate sources, use information, and present findings.

Rationale

Inquiry-based learning has progressed from traditional research to a problem solving process. Multiple literacies, including digital, visual, and textual have now joined information literacy as critical skills for the 21st Century. The amount and complexity of information necessitates that each individual acquire the skills to select, evaluate, and use information appropriately and effectively. The Big6™ Model provides students with direction, purpose and strategies to further the process. Content Standard 2 addresses steps 3, 4 and 5 in the Big6™ Model: Location and Access, Use of Information, and Synthesis.

Benchmarks

A proficient student will:

End of Grade 4 / End of Grade 8 / Upon Graduation
2.1 locate a resource needed to solve the problem / 2.1 Locate multiple resources using search tools / 2.1 locate multiple resources using a variety of search tools
2.2 evaluate resources / 2.2 evaluate resources / 2.2 evaluate resources
2.3 locate information within the resource / 2.3 Locate information within multiple resources / 2.3 locate information within a wide variety of resources
2.4 extract information from resources needed to solve the problem / 2.4 Extract information from multiple resources needed to solve the problem / 2.4 extract information from a wide variety of resources needed to solve the problem
2.5 organize information to solve the problem / 2.5 organize and manage information to solve the problem / 2.5 organize and manage information from a wide variety of sources to solve the problem
2.6 create a product that presents findings / 2.6 create a product that presents findings / 2.6 create and defend a product that presents findings
Information Literacy/Library Media Content Standard 3

The student will evaluate the product and learning process.

Rationale

"The final project is more than a goal; it is an opportunity to help students learn how to solve problems and make decisions by engaging higher level thinking skills in a systematic way" (Murray 89).

Students must be prepared to critically evaluate the results of their research, and then apply those results effectively in future learning and decision-making for personal growth and empowerment. This critical evaluation requires that students have frequent opportunities throughout the process to self-assess in order to revise strategies. Content Standard 3 addresses step 6 in the Big6™ Model: Evaluation.

Benchmarks

A proficient student will:

End of Grade 4 / End of Grade 8 / Upon Graduation
3.1 assess the quality of the product / 3.1 assess the quality and effectiveness of the product / 3.1 assess the quality and effectiveness of the product
3.2 describe the process / 3.2 evaluate how the process met the need for information / 3.2 evaluate the process in order to revise strategies
Information Literacy/Library Media Content Standard 4

The student will use information safely, ethically and legally.

Rationale

For students to contribute positively in a learning community, they must have equitable access to information in an environment that is safe and conducive to learning. Because learning has a social context, students need to develop skills in sharing knowledge with others, both in face-to-face situations and through digital environments. Students must recognize and respect the intellectual and creative property rights of others.

Benchmarks

A proficient student will:

End of Grade 4 / End of Grade 8 / Upon Graduation
4.1 legally obtain and use information / 4.1 legally obtain, store and disseminate text, data, images or sounds / 4.1 legally obtain, store and disseminate text, data, images or sounds
4.2 identify the owner of ideas and information / 4.2 appropriately credit ideas and works of others / 4.2 follow copyright laws and fair use guidelines when using the intellectual property of others
4.3 participate and collaborate in intellectual and social networks following safe and accepted practices / 4.3 participate and collaborate in intellectual and social networks following safe and accepted practices / 4.3 participate and collaborate in intellectual and social networks following safe and accepted practices
Information Literacy/Library Media Content Standard 5

The student will pursue personal interests through literature and other creative expressions.

Rationale

School libraries provide equitable access to literature and information resources that contribute to the development of lifelong learners. Central to learning is a respect and appreciation for the many voices and cultures in our world, including Montana American Indians. Students deserve the opportunity to explore creative expression, engage in independent learning, and read for personal enjoyment as well as fulfill academic tasks.

Benchmarks

A proficient student will:

End of Grade 4 / End of Grade 8 / Upon Graduation
5.1 use a variety of print and digital formats for pleasure and personal growth / 5.1 use and respond to a variety of print and digital formats for pleasure and personal growth / 5.1 use and critique a variety of print and digital formats for pleasure and personal growth
5.2 use a variety of genres for pleasure and personal growth / 5.2 use and respond to a variety of genres for pleasure and personal growth / 5.2 use and critique a variety of genres for pleasure and personal growth
5.3 access and understand multiple resources from diverse cultures, including Montana American Indians / 5.3 analyze and respond to multiple resources and creative expressions from diverse cultures, including Montana American Indians / 5.3 evaluate multiple resources and other creative expressions from diverse cultures, including Montana American Indians
5.4 access libraries to seek information for personal interest / 5.4 access and use libraries and other information environments to find information for personal use and to make connections to resources beyond the school library / 5.4 access and use resources and information from all types of information environments to pursue personal and creative interests
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Montana K-12

Information Literacy/Library Media Performance Descriptors

A Profile of Four Levels

The Information Literacy/Library Media Performance Descriptors define how well students’ perform at four performance levels: advanced, proficient, nearing proficiency, and novice. These profiles describe students as they apply the knowledge and skills defined in the benchmarks for End of Grade 4, End of Grade 8, and Upon Graduation.

Advanced / Proficient / Nearing Proficiency / Novice
A student at the advanced level demonstrates superior performance. He/she:
/ A student at the proficient level demonstrates solid academic performance. Students reaching this level have demonstrated competency over challenging subject matter, including subject-matter knowledge, application of such knowledge to real-world situations, and analytical skills appropriate to the subject matter. He/she: / A student at the nearing proficiency level demonstrates partial mastery of the prerequisite knowledge and skills fundamental for proficiency. He/she: / A student at the novice level is beginning to attain the prerequisite knowledge and skills that are fundamental for proficiency. He/she